The mission of the EOCME is to plan, develop and implement educational interventions that align with the needs of health care providers, supported by advances in medicine, to improve clinical competence, performance and measurable patient outcomes.
The goals of the EOCME are to:
- Develop educational activities which will contribute to the improvement of physician and healthcare professionals knowledge, competency, performance, and patient outcomes
- Provide appropriate educational activities and opportunities on a local, regional, national, and international scale
- Continue to build relationships with medical societies, medical schools, and Universities to strengthen our collaborations, utilize each others abilities, and expand the reach of EOCME’s offerings
- Develop cutting edge educational programs to disseminate new medical knowledge that excite and engage physician participants
- Respond to the clinical and practice management needs of the physician expressed through new technologies in the diagnosis and treatment of medical conditions
- Identify physician and healthcare professional error, patient safety, and patient centered care through the design of interdisciplinary educational strategies
- Create innovative methods for outcome evaluations and assessment to further measure changes in physician performance and practice
- Meet or exceed the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education (ACCME) and the guidelines of the American Medical Association’s Physician’s Recognition Award (AMA/PRA)
The content of activities sponsored by the EOCME include specialty and subspecialty topics in the field of medicine, specific to the current standards of card, as determined through gap analysis , needs assessment, and evaluation of outcomes collected from activities . The scope of activities involves the body of knowledge and skills generally recognized and accepted by the profession as within the basic medical sciences, the discipline of clinical medicine, and the provision of health care to the public. All activity content is evaluated for objectivity, fair-balance, independence, absence of commercial bias, and scientific rigor. Elsevier’s extensive editorial resources uniquely enable it to assemble expert faculty throughout the nation and the world and have the appropriate education vehicles to reach wide audiences.
Specific audiences recruited for each activity are determined by the topics, learning objectives, and scope of practice for each activity. Physicians and other health care professionals related to the topics of the activity are determined by the Gap Analysis/Needs Assessment process, healthcare professional, subscribers to journals and other healthcare professionals who have expressed interest in specific topics.
Types of Activities Provided
The EOCME sponsors live activities; journals, and enduring materials including print, video, audio, Internet, multimedia, and other innovative formats of distance CME. This includes activities on a local, regional, national, and international level.
Expected Results of the Program
As a result of these educational activities, the EOCME fosters the continuing professional development of health care providers. The offerings are intended to enhance physician and other health care professionals’ competence and influence their performance for the purpose of improving health outcomes. The Elsevier Office of CME is committed to assessing the impact of the CME Program through qualitative and quantitative methods.
The vision of the Elsevier Office of Continuing Medical Education (EOCME) is to develop and implement activities that enable healthcare providers to remain current and to effectively respond to advances in medical care, education, and research.The content of activities created and/or sponsored by the EOCME include specialty and subspecialty topics in the field of medicine as determined through continual needs assessment. The scope of activities involves the body of knowledge and skills generally recognized and accepted by the profession as within the basic medical sciences, the discipline of clinical medicine, and the provision of healthcare to the public. All activity content is evaluated for objectivity, fair-balance, independence, absence of commercial bias, and scientific rigor. Elsevier’s extensive editorial resources uniquely enable it to assemble expert faculty throughout the United States and the world.
The EOCME advantage:
- As part of Elsevier, we can leverage the resources of the world’s largest medical and scientific publisher
- All CME initiatives include measurement of educational outcomes
- In-depth knowledge of ACCME, AMA, OIG, FDA, and PhRMA guidelines
- Experienced and knowledgeable staff with 20+ years of CME experience
- Experience with international CME which has resulted in global partnerships
The EOCME sponsors live activities, journals, and enduring materials including print, video, audio, internet, multimedia, and other innovative formats of distance CME. This includes activities on a regional, national, and international level.
Starting With the Right DataEOCME utilizes a variety of primary and secondary data sources and tools to ensure its outcomes measurement and analysis activities are accurate and verifiable. These include:
- Peer review literature & breakthrough data
- National and international data registries
- Regional and local surveillance
- Third-party payors
- Nominal group interviews
- Focus groups
- Electronic point of care data
- Aggregate Rx measurement
Why Outcomes Measurement?Continuing medical education is a vital element of our nation’s healthcare system. But it’s costly, both in terms of dollars spent and time and effort expended, to produce first-rate, objective programming. Including educational outcomes measurement as a component of CME programming will provide course directors, faculty, and grantors with practical, verifiable information that can document the real impact the programming has had on its intended audience. EOCME’s educational outcomes measurement and analysis services can help you to:
- Scientifically assess the effectiveness of a CME intervention
- Validate the learning objectives’ ability to support the unmet needs
- Clearly distinguish an activity as being educational vs. promotional
- Ensure that content adequately reflects the learning objectives
- Identify, measure and analyze what was learned and not learned
- Challenge the validity of the educational strategy and needs assessment
- Justify current and future resource allocation
- Provide benchmarks for interim adjustments and learning objectives
Finding the Right Option
The best fit for your CME activity can be found among EOCME’s three different approaches to educational outcomes measurement. Whether it’s a small activity or a large-scale initiative, we can provide the appropriate level of measurement and analysis.
Provides the ability to assess knowledge transfer immediately following a CME activity. Non-participant group (Control) data are collected and compared to quantitative changes in educational participant group (Case) based on pre/post activity metrics and statistical application. A gap analysis is produced to explain the rationale for any change (or lack thereof) in learning. A detailed report is prepared to support ongoing or altered educational intervention.
- Case/control methodology
- Pre/post testing: survey, case study assessment
- Gap analysis
Provides the ability to assess knowledge transfer as an extension of a Phase One CME activity. Measurement indices are applied at specified time intervals, e.g., 3, 6 months, etc., following the original intervention. Indices of persistent learning and in-depth analyses are applied to reinforce primary educational learning objectives and provide for ongoing needs assessment to recommend or refine future interventions.
- Builds on immediate learning measurement
- Multiple interval testing
- Drives educational reinforcement through
- Multifaceted approaches and multiple interventions
- Interval analysis and development
- Feedback to course directors and grantors
Provides the link between what the participant has learned and behavioral modification. In-depth case studies with learner-directed therapeutic options are presented to identify unmet needs of the provider. This will be assessed at more than one point of time based on gaps of healthcare outcomes. Practices and program performance will be scientifically analyzed and feedback given to the individual practitioner.
- Builds on persistent learning measurement
- Measures learning impact on behavior and practice
- Potential use to drive systems modifications
- Requires protocol and possibly IRB approval